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Parents, teachers urge Sunnyvale to adopt science‑of‑reading curriculum and stabilize special‑ed staffing
Summary
Multiple public commenters — parents, teachers and a student volunteer — told the board current literacy instruction is failing some student groups and urged a comprehensive ELA/ELD pilot and more stable staffing in special‑day classes.
Several parents, a teacher and a student used the public comment period to press the board for a substantial change in literacy instruction and more consistent supports for students with special needs.
Michael Ward (speaker 21), a third‑grade teacher at Bishop Elementary, told the board that local Hispanic students face very low chances of reading proficiency under current instruction. "If you fully believe in our commitment to anti racism and equity, we must 1st begin by teaching kids to read," he said, adding that the district’s current tier‑1 curriculum "does not fit this description" of a standards‑aligned, research‑based program.
Parents described acute staffing instability in special‑day classrooms. Paula De Lalica (speaker 10) said her neurodivergent child had cycled through multiple teachers and paraeducators in one year and that the family lost "0.5 of the year" because of constant changes. Student volunteer Maddie Chang (speaker 25) said older elementary students she tutors can "barely read simple sentences," and called for curriculum change and teacher‑driven intervention.
Speakers urged the board to consider a comprehensive pilot for ELA and ELD that reflects the science of reading and to provide clearer, school‑level data and communication. District staff and board members responded that a designated ELD pilot is underway and that the district is exploring a comprehensive ELA/ELD pilot for next year, with additional LCAP and strategic‑plan updates to follow.
